The Essential of Direct Method

Direct method is a natural method which describes that a foreign language could be taught without translation or the use of learner’s native language.
A language could best be taught by using this method actively in the classroom. Teachers must encourage direct and spontaneous use of foreign language in the classroom. Learners would then be able to induce rules of grammar. Teachers replaced the textbook in the early stages of learning. Speaking began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mime, demonstration, and pictures.

In practice, it stood for the following principles and procedures :
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students (in a small, intensive class).
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects, and pictures. Abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.

These principles are seen in the following guidelines for teaching oral language :
Never translate: demonstrate
Never explain: act
Never make a speech: ask questions
Never imitate mistakes: correct
Never speak with single words: use sentences
Never speak too much: make students speak much
Never use the book: use your lesson plan
Never go too fast: keep the pace of the student
Never speak too slowly: speak normally
Never speak too quickly: speak naturally
Never speak too loudly: speak naturally
Never be impatient; take it easy

Direct method, however, required teachers who were native speakers or who had native-like fluency in the foreign language.
(Jack C. Richards and Theodore S. Rodgers. Cambridge University Press. USA. 2002. p. 11-12)